Marisa Takahashi
76-100 Argument
Section O 1:30
Geoff Sauer
Contribution Final
5/2/97
Giving the Girls a Chance: What Girls Gain from Single-Sex Schools
For many years there have been debates about the source of illiteracy. There are varying views on solutions, and reasons why illiteracy is so prevalent in today's society. These are important, but what is more crucial is preparing students for the future. Within this idea of focusing on the future, is the debate of single-sex education, and whether or not it prepares girls with a stronger educational and emotional background. Recently there has been a rejection of single-sex education because of cost efficiency and a doubt of the actual benefits that it provides students (Schneider, 898). However, by examining the benefits which girls derive from single-sex schools, one will be able to see that it has a positive effect on the academic and emotional status of girls. More research and evaluation should go into studies which focus on single-sex education for girls. Past research has shown that there are positive effects for single-sex education of females' academic achievement, self-esteem and confidence, career choice, overall student performance, and the elimination of gender stereotypes.
It is frequently argued that coeducational systems provide a more social and realistic environment to prepare adolescents to take their place in a society than do single-sex schools. However, more recent comparisons of achievement levels in single-sex and coed schools typically shows that the academic and personal achievement of females are substantially higher in single-sex schools than in coed schools (Marsh, 71). Many studies have shown that the absence of male students is considered to be a key factor in the high levels of academic achievement, good behavior, self-confidence, and school loyalty (Koepke, 47). In a large study of more than 200,000 students from over 300 colleges, single-sex colleges showed a pattern of effects that are almost universally positive. The effects, included "greater academic involvement, student interaction with faculty, verbal aggressiveness (for women), intellectual self-esteem, and satisfaction with most aspects of college life." It was also speculated that these positive effects of single-sex schools were due to a greater sense of identification and communal feeling when both students and faculty were predominately of the same sex (Lee/Bryk, 381). There are many advantages for all-female education. These positive aspects are responsible for preparing students for the future, and most importantly, giving girls the chance to be what they want to be and to break free from gender stereotypes which exist and hinder many girls in society today.
The academic environment of a student is essential to creating the right learning atmosphere and ideals. Girls' self-esteem and their development as leaders are strongly influenced by the way boys perceive them or the way the girls think boys perceive them, and this greatly effects their performance in the classrooms. Many times girls act naïve or hide their intelligence and abilities because they think this is the way to be socially accepted and popular with boys (Sills, 63). At an all-girls school however, these temptations to be ignorant are diminished because girls are in classrooms only with female peers. This enhances participation and confidence in the classroom, as well as helps to void many of the gender stereotypes which exist. Students from the Philadelphia High School for Girls say that "girls avoid the pressure to 'play dumb' for the boys who don't like the smart girls" (Koepke, 46). In this all-girl academic environment, students avoid the temptation to suppress their intellectual sides, and therefore do not get caught up in the traditional gender and occupational stereotypes.
There have been various studies on the way males and females perceive each other. The findings in these studies have reinforced the traditional stereotypical beliefs that males dominate. In a particular study conducted by Michele A. Paludi and Lisa A. Strayer, three hundred college students (half of which were female), evaluated an academic article in the fields of politics, psychology of women, or education, (they were judged as masculine, feminine, and neutral, respectively), the articles claimed to be written by either a male, a female, or an author with a sexually ambiguous name. The results showed that the articles were perceived differently depending on the name of the author.
This study reinforced the general belief in male superiority and female inferiority (Paludi/Strayer, 360). "Results indicated that women rated the article more favorably when it was attributed to a male rather than a female author...name served to distort the women's judgment and prejudiced them against the work of other woman" (Paludi/Strayer). It served as consequential evidence that proved that there are assumptions that still exist about the types of occupations which are held to be appropriate for men and woman (Paludi/Strayer, 353).
Besides the fact that in a coeducational academic environment, girls fall into the stereotype that boys should be smarter than girls, surprisingly, many girls are also discouraged or overlooked in classroom settings by their own teachers or fellow male classmates. This stems from the fact that males and females have different dominating personality characteristics, and also due to the fact that "males and females have different classroom experiences because they approach learning differently and because teachers tend to treat them differently" (Schwartz/Hanson, 1). In observational studies of coeducational mathematics classes, teachers directed most of their attention to male students (Leinhardt, Seewald, & Engel in Jimenez/Lockheed, 122)…this may be due to the fact that boys tend to have greater disruptive behavior (Lockheed in Jimenez/Lockeed, 122).
In many cases, a more important reason that girls are uncomfortable in classroom settings is the fear of being ridiculed by their peers, or appearing to be too smart in the eyes of other students, especially boys. This poses a problem for girls because they are not able to perform at their full potential. Gender stereotypes, lack of self-confidence, and the education environment has a large effect on classroom performance, and in general, inhibits them from reaching their academic and social capacity.
In the classroom, females prefer a 'conversational style' that encourages group discussions and consensus, and builds ideas on top of each other; the "interrelationship of thoughts and actions in paramount." In comparison, males tend to prefer argument and individual activity (Schwarz/Hanson, 1). In most classroom settings, discussions and classwork revolves around the Male type of learning patterns, making it more difficult for girls to feel comfortable and excel in coed classroom settings. Many class structures encourage independent and non-collaborative thinking. As a result, it invites sex-role stereotyped forms of communication such s independence, dominance, and assumption of leadership. These predominately male characteristics discourages women from feeling comfortable or included in situation which require such behavior (Schwartz/Hanson, 2), and as a result, these differences of learning styles often dampen girls' self-esteem. It is said that "educators frequently fail to accommodate female learning styles and thus disadvantage female students despite their intelligence or creativity ability" (Belenky in Sills, 61).
A way to help conquer this problem of females' lack of self-confidence in coeducational settings is for teachers to recognize these differences. Since teachers set the standards, it is important that they realize that there are differences in learning styles between males and females. Educators can help women assert themselves by emphasizing the "connection over separation, understanding and acceptance over assessment, and collaboration over debate" (Belenky in Sills, 61). This may be the ideal solution, however, it is extremely difficult and unrealistic to maintain a classroom which caters simultaneously to two conflicting learning styles. I t is said that "boys can establish the norm in a coeducational classroom and it is one to which girls are required to conform…when girls and boys are brought together there is not a merger of two equally balanced groups but a submersion of one" (Sarah/Scott/Spender, 59). Instead of trying to compromise this issue of different learning styles, a more realistic and ideal solution is the existence of single-sex schools for girls.
Single-sex academic environments for females can greatly strenghten performance and participation in the classroom. Too often, "class-level participation rates and leadership opportunities are suppressed for girls in coeducational setting" (Jimenez/Lockheed, 135). It is imperative to a girls educational experience that she exists in a supportive and challenging environment. When girls are in traditional male/female classroom settings, they are not given the attention or respect that they need or deserve in order to enhance their assertiveness and self-esteem. Schools which are exclusively female encourage and motivate their students to achieve in an environment that does not suppress their studiousness and confidence.
Another benefit of single-sex education for girls is that it allows girls to evolve into self-confident and assertive women. This is crucial for girls because they are at such an influential age, and the confidence that they gain will help them in the future. In a study of three Jewish high schools in New York…it was found that fear of success was greater among girls at a coeducational school than among those at a girls-only school (Lee/Bryk, 383). Attending an all-girls school can help give girls the opportunity of a positive environment which is crucial to attaining self-confidence. By having high self-esteem, these female students of single-sex schools will be able to have higher educational aspirations, follow their goals and dreams, become leaders, and most importantly, break the many gender stereotypes which still exist within our society.
These areas are developed when young women are in a caring and supportive environment that not only encourages them to be confident in their personality, but to also strive to reach occupational goals in various fields which are possibly restricted by stereotypes. One of the main goals in achieving these areas of leadership and confidence is to build the self-esteem of these girls at such an extremely influential age. Many of the ideas and planning of this revolves around single-sex schooling. When girls are in an environment where they do not have to worry about things like boys and other gender stereotypes, girls are proven to have higher educational goals as well as a sense of fulfillment for their accomplishments. It is said that "the absence of members of the opposite sex as competitive classmates at a time which is critical for the formation of one's sexual and future occupational identity" (Carpenter, 457). This is critical for breaking gender stereotypes of personality and occupations, as well as to build girls' confidence in their own abilities.
Another way that confidence is attained is through the presence of teachers as role models. Few teachers directly teach that women are suited to one area and men to another, but the model is there for the students to emulate (Payne, 35). At an all-girls school, teachers are female role models for their students. "The role of female instructors…and the absence of male role models and competition with boys may well enable girls to succeed and to internalize a positive self-concept" (Finn/Dulberg/Reis, 496). With female role models present, girls will perceive that women can hold power, are strong and confident individuals and leaders, and can enter any occupational field which they choose to.
In order to tackle the problem of gender stereotypes in education, literacy, and life, we must begin to solve the problem. A significant way is to help the students of tomorrow, especially the females whom are suppressed by a male dominating world. Single-sex education for females benefits the students and gives them a chance to grow and change. There are many reasons why females gain from single-sex schools, the most crucial reason being that they are in a supportive academic and social environment which encourages them to break free from stereotypes and to pursue all fields of education, aspects of leadership, and to develop positive self-image and confidence which makes them become assertive women. Some of the positive effects on girls of single-sex schools is that of females' academic achievement are higher, self-esteem and confidence are reinforced, career choices are diversified, the overall student performance is increased through motivation and female role models, and the elimination of gender stereotypes and sexroles.
By giving the girls a chance to achieve and become prominent in society, as well as to eliminate gender stereotypes which society imposes on them, they will accomplish great things and positively effect the future. Girls which achieve today, sets precedent for the girls of tomorrow. They will be role models of the future, and will encourage the literacy and achievement of future female students and women. They will motivate and breakthrough the stereotypes, but only if we give them the chance. By attending single-sex schools, girls will attain prominence and success. We need to give the girls a chance in order to maintain a positive future for all female students.
Works Cited
Carpenter, Peter. "Single-Sex Schooling and Girls' Academic Achievement." ANZJS, 1985, Vol. 21, No. 3, pp. 456-472.
Finn, Jeremy, & Dulberg, Loretta, & Reis, Janet. "Sex Differences in Educational Attainment: A Cross-National Perspective." Harvard Educational Review, 1979, Vol. 49, No. 4, pp. 477-503.
Jimenez, Emmanuel, & Lockheed, Marlaine E. "Enhancing Girls' Learning Through Single-Sex Education: Evidence and a Policy Conundrum." Educational Evaluation and Policy Analysis, Summer 1989, Vol. 11, No. 2, pp. 117-142.
Koepke, Mary. "A School of Their Own." Teacher Magazine, 1991, Vol. 2, No. 5, pp. 44-47.
Lee, Valerie E., & Bryk, Anthony. "Effects of Single-Sex Secondary Schools on Student Achievement and Attitudes." Journal of Educational Psychology, Vol. 78, No. 5, pp. 381-395.
Marsh, Herbert W. "Effects of Attending Single-Sex and Coeducational High Schools on Achievement, Attitudes, Behaviors, and Sex Differences." Journal of Educational Psychology, 1989, Vol. 81, No. 1, pp. 70-85.
Paludi, Michele A., & Strayer, Lisa A. "What's in an Author's Name? Differential Evaluations of Performance as a Function of Author's Name." Sex Roles, 1985, Vol. 12, Nos. 3 & 4, pp. 353-360.
Payne, Irene. "Sexist Ideology and Education." Spender, Dale, & Sarah, Elizabeth. Learning to Lose: Sexism and Education. London: The Women's Press Limited, 1980, pp. 55-66.
Sarah, Elizabeth, & Scott, Marion, & Spender, Dale. "The Education of Feminists: The Case for Single-Sex Schools." Spender, Dale, & Sarah, Elizabeth. Learning to Lose: Sexism and Education. London: The Women's Press Limited, 1980, pp. 55-66.
Schneider, Frank W., & Coutts, Larry M. "The High School Environment: A Comparison of Coeducational and Single-Sex Schools." Journal of Educational Psychology, 1982, Vol. 74, No. 6, pp. 898-906.
Schwartz, Wendy, & Hanson, Katherine. "Equal Mathematics Education for Female Students." ERIC/CUE Digest, 1992, No. 78, pp. 1-4.
Sills, Caryl K. "Paths To Leadership: Building Middle School Girls' Self-Esteem." Feminist Teacher, Vol. 8, No. 2, pp. 61-66.